Further Education and Skills Inspection Handbook

Further education and skills inspection handbook

Handbook for inspecting further education and skills providers under part 8 of the Education and Inspections Act 2006, for use from 2January 2018

Age group: 14+

Published:July 2017, updated January 2018

Reference no:150076

Contents

Introduction

Types of providers subject to inspection

Part 1. How further education and skills providers will be inspected

Before the inspection

Frequency of inspection

Types of inspection

Scope of inspection

Providing information for the inspection

During the inspection

After the inspection

Quality assurance and complaints

Shortinspections

Part 2. The evaluation schedule: how further education and skills providers will be judged

Background to the evaluation schedule

The evaluation schedule and grade descriptors

Overall effectiveness

Effectiveness of leadership and management

Quality of teaching, learning and assessment

Personal development, behaviour and welfare

Outcomes for learners

Evaluating types of provision

16 to 19 study programmes

Adult learning programmes

Apprenticeships

Traineeships

Provision for learners with high needs

Full-time provision for 14- to 16-year-olds

Introduction

1.This handbook describes the main activities inspectors undertake when they conduct inspections of further education and skills providers in England under Part 8 of the Education and Inspections Act 2006. It also sets out the judgements that inspectors will make and on which they will report.

2.The handbook has two parts:

Part 1. How further education and skills providers will be inspected.
This contains information about the processes before, during and after the inspection.

Part 2. The evaluation schedule.
This contains the evaluation criteria inspectors use to judge the quality and standards of further education and skills providers and indicates the main types of evidence used.

3.This handbook is a guide for inspectors on how to carry out inspections of further education and skills providers.It is also available to providers and other organisations to make sure that they are informed about inspection processes and procedures. Inspectors will exercise their professional judgement when using this handbook. It balances the need for consistent inspections with the flexibility needed to respond to each provider’s individual circumstances.This handbook applies to inspections from 1 September 2015 under the new ‘Common inspection framework: education, skills and early years’ (the CIF).[1]

Types of providers subject to inspection

4.Under the Education and Inspections Act 2006 and this handbook, Ofsted inspects the following providers:

further education colleges, sixth-form colleges and independent specialist colleges

dance and drama colleges[2]

independent learning providers

local authority providers

specialist designated institutions[3]

not-for-profit organisations

employer providers

higher education institutions where they provide further education

prime contractors for the National Careers Service

16 to 19 academies and free schools.

Part 1. How further education and skills providers will be inspected

Before the inspection

How providers are selected for inspection

5.Ofsted uses risk assessment to ensure that its approach to inspectionis proportionate so that it can focus its efforts where it can have the greatest impact. Riskassessment has two stages.

Stage one involves an assessment of each provider, based on analysis of publicly available data.

Stage two involves a more in-depth desk-based review of a wider range of available information.

6.Ofsted uses a broad range of indicators to select providers for inspection. Where available, these include:

a provider’s previous inspection record

self-assessment reports

performance data

destination data

change of leaders

information provided, or concerns raised, by a funding body, employers, parents, carers or learners

the views of learners, parents and carers, and employers, gathered through online questionnaires

relevant local intelligence such as labour market information.

7.Indicators may also include any information on significant changes to the type of provision and the number of learners. Relevant information received at any point in the year can be used to select providers. Ofsted will review this information regularly.[4] The outcomes from monitoring visits and support and challenge visits will be taken into account when reviewing the providers selected.

8.Ofsted may also conduct unannounced inspections and monitoring visits at any time.

Frequency of inspection

Providers judged outstanding

9.Providers judged outstanding at their most recent inspection are not normally subject to routine inspection.[5]However, an outstanding provider may receive a full inspection where its performance declines or there is another compelling reason, such as potential safeguarding issues. An outstanding provider may also be inspected as part of Ofsted’s survey work, or through a monitoring visit or similar activity.

Providers judged good

10.Providers judged good for overall effectiveness at their most recent inspection will usually be inspected within the three years from September 2015. This will normally be a short inspection but may be a full inspection where information suggests that thisis the most appropriate course of action, for example if the provider’s performance has declined. For more information, see the section on short inspections (paragraphs 114 to 148). A good provider may also be inspected as part of Ofsted’s survey work, or through a monitoring visit or similar activity.

Providers judged to require improvement

11.A provider judged to require improvement at their most recent inspection will normally have a full re-inspection within 12 to 24 months of its previous inspection.These providers will be subject to ‘support and challenge’visits before the full re-inspection.

Providers judged inadequate

12.Ofsted will monitor providers judged as inadequate and re-inspect them within 15 months of publication of their last full inspection report.[6]

13.A provider judged inadequate will usually have its first monitoring visit soon after the publication date of the report of its most recent full inspection. Further visits may take place after the first monitoring visit and before the re-inspection.

New providers[7]

14.Where a provider comes into the scope of Ofsted inspection, for example when a provider gains a new contract with, or grant or loans facility from, the Secretary of State for Education, the Education and Skills Funding Agency (ESFA)[8]or predecessor funding agencies or because of funding through the apprenticeship levy,[9] it will normally be inspected within three years of the start of the contract or grant or drawing down of funding.

15.A newly merged college will normally be inspected as a new provider within three years of the merger. This will normally be a full inspection. For inspection purposes, regardless of the type of merger, all merged colleges will be viewed as ‘new’ colleges.[10]A newly merged college will not carry forward any inspection grades from predecessor colleges. It will have no inspection grade until after the first full inspection.

16.Sixteen to 19 academies/free schools that are re-brokered for performance reasons and are thus being treated as a new 16 to 19 academy will be treated from the point of re-brokerage as a new provider for the purposes of inspection.

17.Any newlymerged college or other provider deemed as a new provider may receive a monitoring visit or support and challenge visit to assess risk. This is more likely where previous provision has been graded as inadequate or requires improvement or is giving cause for concern. Risk concerns arising from this or other sources maylead to an earlier full inspection.

Types of inspection

Full inspection

18.Providers that are graded as requires improvement or inadequate will have a full inspection as outlined above. Outstanding and good providers may also have a full inspection where, for example, their performance has declined.

Short inspection

19.Providers judged good at their last inspection will normally have a short inspection. Information about short inspections is in paragraphs 114 to 148 of this handbook.

Surveyvisits

20.Survey inspection visits may take place at a selected number of providers each year, including those previously judged outstanding or good. They are carried out to explore a specific aspect of a provider’s work as part of a programme of surveys based on topics linked to national priorities.

Monitoring visits

21.Ofsted may carry out monitoring visits to explore one or more specific lines of enquiry. These visits may be unannounced. Monitoring visits will normally result in a published report.

22.Ofsted will normally use the following progress judgements:

insufficient progress: progress has been either slow or insubstantial or both, and the demonstrable impact on learners has been negligible

reasonable progress: action taken by the provider is already having a beneficial impact on learners and improvements are sustainable and are based on the provider’s thorough quality assurance procedures

significant progress: progress has been rapid and is already having considerable beneficial impact on learners.

Re-inspection monitoring visits to inadequate providers

23.Re-inspection monitoring visits to providers found to be inadequate overall are normally carried out soon after the publication of the inspection report.[11]

24.Other follow-up monitoring visits will normally take place until the full re-inspectionis completed, usually within 15 months of the publication date of the most recent full inspection report.

25.The purpose of re-inspection monitoring visits is to:

promote rapid improvement for all learners

make clear to the provider, learners and other users what steps the provider has taken to improve the provision and how effective these have been

inform the ESFA, the Department for Education (DfE) and, where relevant, the Further Education Commissioner or equivalent of the progress made in improving provision for learners.

26.The first visit will assess what steps the provider has takentoimprove the weak areas identified in the inspection report and recommend priorities for further improvement. Follow-up visits will assess the impact of measures to improve provision for learners and challenge the provider to improve. Ofsted will publish the findings and share them with ESFA and the Further Education Commissioner or equivalent (as relevant).

27.Monitoring visits will normally be carried out by one or two inspectors and last up to two days. Inspectors will report against the areas for improvement by themes and will set out priorities for improvement against each theme.

28.Themes are derived from the areas for improvement in the recently published inspection report. They focus on actions that will lead to improvement for learners and not on processes and systems.

29.Ofsted will use the same progress judgements as detailed at paragraph 22 above.

30.The process for the publication and quality assurance of monitoring visit reports is the same as for full inspection reports (see paragraphs 103 to 111of this handbook).

Support and challenge visits

31.Ofsted carries out support and challenge visits to providers judged to require improvement at their most recent inspection.[12],[13]They may also be carried out at newly merged colleges,other providers being treated as a new provider or where a provider has a change of circumstances. They will also be carried out to review progress of new 14 to 16 full-time provision in colleges.

Pilot inspections

32.From time to time, Ofsted may pilot different approaches to inspection to test, for example, proposed new frameworks. Specific details for this type of inspection will be provided on a case-by-case basis.

Scope of inspection

33.Further education and training provision currently funded by the Secretary of State for Education/ESFA or predecessor funding agencies for which a provider is directly and wholly responsible normally falls within the scope of Ofstedinspection. This includes apprenticeship training provision funded through the apprenticeship levy. It also includes provision funded through advanced learning loans, whether or not the provider receives any other direct funding for further education or training as set out above. Ofsted will inspect providers that haveone or more of the following: a direct contract/grant with the Secretary of State/ESFA/ predecessor funding agencies, apprenticeship training provision funded through the apprenticeship levyand/or a loans facility in use.[14]The types of provision that will be inspected are set out in the table under paragraph 41. Subcontracted provision that is part of the direct contract/ grant holder’s responsibility is also in scope of inspection.

34.As part of the inspection, inspectors may inspect any provision carried out on behalf of the provider through subcontract(s) or partnership arrangements, including by subcontractors that hold additional direct contracts of their own. Typically, inspection visits to, or communications with, subcontractors that are in scope are likely to include the inspection of the direct contract holder’s arrangements to quality assure and improve the provision.

35.Inspectors will not include provision that the provider operates under subcontracted arrangements on behalf of other providers.

36.Ofsted reserves the right to inspect and grade any subcontractor and its provision as a separate entity against this framework and handbook.

37.Any provision that is part of a pilot scheme or European Social Fund (ESF)-funded provision that does not support a mainstream programme such as apprenticeships or traineeships is normally out of scope for inspection.

Inspecting residential provision in colleges

38.Ofsted inspects residential accommodation in colleges against the national minimum standards for the accommodation of students under 18. The standards apply to ‘institutions within the further education sector’,as defined by section 91 of the Further and Higher Education Act 1992, which have residential accommodation for 16- and 17-year-olds.[15]These inspections are separate from the inspection of the education and training provision of the college described in this handbook.

39.Inspections are carried out by Ofsted’s social care regulatory inspectors. The approach is set out in the ‘Social care common inspection framework (SCCIF): residential provision of further education colleges’.[16] If a college is registered as a care home, the Care Quality Commission inspects the accommodation.

Inspection of religious education and collective worship in relation to Catholic sixth form colleges

40.In the case of these colleges, denominational religious education, the college’s Catholic ethos and the content of collective worship will be inspected by the relevant Catholic diocese. Inspectors will not comment on the content of religious worship or on denominational religious education. Inspectors may visit lessons and assemblies in order to help them evaluate how those contribute to students’ personal development, behaviour and welfare.

What inspectors will cover

41.Inspectors will make overall judgements on the:

effectiveness of leadership and management

quality of teaching, learning and assessment

personal development, behaviour and welfare

outcomes for learners.

They will also make judgements on each major type of provision, as set out in the table below:

42.Inspectors will take account of all types of provision within the scope of the inspection when making the four key judgements in the CIF. They will evaluate the types of provision where there are significant numbers of learners, or a high level of funding, and wherelearners who are deemed to be particularly vulnerable are enrolled.The quality of provision for learners who have special educational needs and/or disabilities, a much broader group than those attracting high-needs funding, will always be considered during the inspection of any type of provision. If the number of learners in a particular type of provision is low, it will normally be inspected and reported on, but may not be graded. Sector subject areas will not be graded or reported on separately. However, inspectors will use their subject expertise to contribute to the evidence base for types of provision and key judgements.

43.The lead inspector will confirm to the provider which types of provision will be graded and reported on separately.

44.Inspections will usually be led by an Her Majesty’s Inspector (HMI), assisted by other HMI and/or Ofsted Inspectors.[18]Some inspections will be led by an Ofsted Inspector.

45.The lead inspector’s planning will focus primarily on how inspectors will gatherfirst-hand evidence of learners’ experiences to evaluate the four key judgements of the CIF and the different types of provision offered by the provider.

46.Inspectors’ evidence-gathering will include observations of teaching, learning and assessment, as well as support arrangements, discussions with learners, scrutiny of learners’ work and the arrangements made for them to gain experience of work. Inspectors may undertake some inspection activities jointly with providers’ staff, such as visits to learning sessions, to evaluate the progress that learners are making.

47.Inspectors may plan visits to learners at work to observe members of the provider’s staff andsubcontracted staff (if applicable) carrying out teaching or assessment activities with learners. These visits also give inspectors the opportunity to hold discussions with learnersand employers, to discuss learning programmes and to look at learners’ portfolios, where relevant. Inspectors may also carry out interviews with learners, employers and staff, by telephone or through webinars.